-How do we rely on light and sound? -Can we gather more information from our surroundings than we do now?
The concept of ENERGY is explored. You will examine properties of light and sound energies, their mechanisms of travel, and the ways animals processes these energies as sensory information. You will examine and describe some sensory impairments/deficiencies and the ways technology can improve sensory detection.
AOI: Human Ingenuity:awarenesss and understanding of a range of systems, solutions and products, reflection on the impact of innovation on individuals, taking action to create products to solve others’ problems. Health and social education: which health issues will affect me now, and as I get older?, reflection on looking after ourselves, making choices about how can we look after ourselves and others? 21st Century Skills: Problem identification, formulation and solution: identifying problems trhat people with sensory impairment have and discussing possible solutions from science/tech. Interpersonal and collaborative skills: demonstrate team work and leadership, taking a role and responsibility in working to come up with a creative solution to a sensory impairment.
Student Task One - The eye and vision How do the structures in our eye process light to make images that we can see?
Make a new heading - 'Can you trust your senses?' on your student page. 1. Where does the most bending of the light occur in the eye? 2. Describe how the lens works 3. Why do we squint when exposed to bright light? 4. Which parts of the eye are involved in focusing? 5. Discuss the implications of losing one eye?
Student task Two
Discuss: Visual impairment
Do you know anyone who wears glasses or contacts? Why? How do glass or contacts help?
Are there other solutions for people with visual impairments?
Use the resource from the last section to find out about visual impairments -describe two visual imapirments -describe some possible solutions. -Find a picture or video clip and use this to support your ideas on your student page.
Student task Three-what is sound?
On your student page record your responses to the following tasks. Use sentences, words and pictures to help you explain, you may also find some scientific data in the form of graphs that could be useful: -Where does sound come from? -How is sound produced? -Why are some sounds loud/soft/high/low?
Now watch this.... What do you think? Has it given you any extra ideas?
Student task four
Research an animal that has unsual senses.
Include a picture
Describe which sense are developed in a special way
How do they work - how does the animal use them?
Are any of the animal's senses UNDERDEVELOPED?
Why do you think this is?
Present all this on your student page.
Student task five
Investigate! Design an experiment (you can type on a word doc and then print, or do it in your books) Choose a topic to investigate sound - ideas are: muffling or insultating sound - materials that are most effective distance from the source of the vibration and your ability to hear the sound your ability to hear different pitched sounds the effect of covering one ear on the accuracy of your hearing
Can you trust your senses?
-How do we rely on light and sound?
-Can we gather more information from our surroundings than we do now?
The concept of ENERGY is explored. You will examine properties of light and sound energies, their mechanisms of travel, and the ways animals processes these energies as sensory information.
You will examine and describe some sensory impairments/deficiencies and the ways technology can improve sensory detection.
AOI: Human Ingenuity:awarenesss and understanding of a range of systems, solutions and products, reflection on the impact of innovation on individuals, taking action to create products to solve others’ problems.
Health and social education: which health issues will affect me now, and as I get older?, reflection on looking after ourselves, making choices about how can we look after ourselves and others?
21st Century Skills:
Problem identification, formulation and solution: identifying problems trhat people with sensory impairment have and discussing possible solutions from science/tech.
Interpersonal and collaborative skills: demonstrate team work and leadership, taking a role and responsibility in working to come up with a creative solution to a sensory impairment.
Student Task One - The eye and vision
How do the structures in our eye process light to make images that we can see?
Watch and take the quiz
click here
Make a new heading - 'Can you trust your senses?' on your student page.
1. Where does the most bending of the light occur in the eye?
2. Describe how the lens works
3. Why do we squint when exposed to bright light?
4. Which parts of the eye are involved in focusing?
5. Discuss the implications of losing one eye?
Student task Two
- Discuss: Visual impairment
- Do you know anyone who wears glasses or contacts? Why? How do glass or contacts help?
- Are there other solutions for people with visual impairments?
Use the resource from the last section to find out about visual impairments-describe two visual imapirments
-describe some possible solutions.
-Find a picture or video clip and use this to support your ideas on your student page.
Student task Three-what is sound?
On your student page record your responses to the following tasks. Use sentences, words and pictures to help you explain, you may also find some scientific data in the form of graphs that could be useful:
-Where does sound come from?
-How is sound produced?
-Why are some sounds loud/soft/high/low?
Now watch this.... What do you think? Has it given you any extra ideas?
Student task four
Research an animal that has unsual senses.
Include a picture
Describe which sense are developed in a special way
How do they work - how does the animal use them?
Are any of the animal's senses UNDERDEVELOPED?
Why do you think this is?
Present all this on your student page.
Student task five
Investigate!
Design an experiment (you can type on a word doc and then print, or do it in your books)
Choose a topic to investigate sound - ideas are:
muffling or insultating sound - materials that are most effective
distance from the source of the vibration and your ability to hear the sound
your ability to hear different pitched sounds
the effect of covering one ear on the accuracy of your hearing
Remember - aim, hypothesis (with scientific reason), equipment, procedure, variables (independednt CHANGE, dependent MEASURE, controls KEEP THE SAME) and results table.
If you finish EVERYTHING to a good standard, follow this link.
http://www.bbc.co.uk/schools/gcsebitesize/games/